比较使用改良图书和非改良图书对有广泛辅助需求的学生的理解能力的影响

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL
Samantha Gross Toews, Kathleen N. Zimmerman, Jennifer A. Kurth, Nicole Crump
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引用次数: 0

摘要

修改过的图书经常被用作有广泛支持需求(ESN)的学生的理解支持,尽管对其创建过程或对理解的影响的评估有限。本研究评估了在普通教育班的非虚构共享阅读中,通过系统决策过程对图书和理解问题进行个性化修改对学生理解能力的影响。研究采用重复获取单案例研究设计,比较了一名一年级和一名四年级自闭症和中度智障学生对未修改和已修改图书的理解能力。研究结果表明,与类似的非改编书籍相比,学生在阅读改编后的年级非小说类书籍后,理解能力更高。这些研究结果表明,有自闭症和中度智障的学生经过个性化修改后,可以在普通教育环境中阅读年级水平的书籍。此外,还分享了研究和实践方面的建议。这些建议包括一个系统化的过程,以确定可帮助 ESN 学生理解的图书修改类型和强度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Comparison of Using Modified and Nonmodified Books on Comprehension of Students With Extensive Support Needs
Modified books are frequently used as comprehension supports for students with extensive support needs (ESN), despite limited evaluations of their creation process or impact on comprehension. This study evaluates the impact of individualized book and comprehension question modifications made through a systematic decision-making process on student comprehension during nonfiction shared book reading in general education classes. A repeated acquisition single-case research design was used to compare student comprehension of nonmodified and modified books for one first-grade and one fourth-grade student with autism and moderate intellectual disability. Findings indicate student comprehension was higher after reading modified grade-level, nonfiction books compared with similarly matched nonmodified books. These findings show students with ESN can access grade-level books in general education settings with individualized modifications. Recommendations for research and practice are shared. These recommendations include a systematic process for identification of the type and intensity of book modifications that may support comprehension for students with ESN.
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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